1 - My English Trip

Planificación Anual
Unidad
1
Welcome!
Tiempo
estimado
Contextos/ áreas
de experiencia
10 a 15
horas
Vida cotidiana: yo
y mi escuela. Mis
útiles escolares.
Prácticas/ uso
del lenguaje
Presentarse.
Saludar.
Nombrar, describir
y contar los útiles
escolares (colores).
Expresar
sentimientos.
Dar instrucciones o
invitar (imperativo).
Exponentes
lingüísticos
Feelings
School objects
Numbers 1–10
Indefinite article
Colours
Orders or invitations
Pick up a pencil.
Count to 10.
Hello! Hi! Bye!
Goodbye!
be: What is your name?
I am Eddie. / My name is
Eddie.
How are you? I am OK/
fine.
a pen/an eraser
1
Teacher’s Notes
Variedad textual:
lo literario y los
textos de la vida
cotidiana
Historieta
Canción (rima)
NAP
La sensibilización hacia la
presencia de diversas lenguas
y variedades lingüísticas que
circulan en la comunidad.
El inicio en la reflexión, con
la ayuda del/la docente,
sobre algunos aspectos
fundamentales del
funcionamiento de la lengua
extranjera que se aprende, por
ejemplo:
`` la entonación como
portadora de sentidos;
Habilidades
sociales
Conocer
los propios
sentimientos.
Iniciar una
conversación.
Ser amigable.
`` la relación entre ortografía y
pronunciación.
El reconocimiento de algunas
similitudes y diferencias en
relación con el español.
Planificación Anual • p1
Planificación Anual (continuación)
Unidad
2
Families
Tiempo
estimado
Contextos/ áreas
de experiencia
10 a 15
horas
Vida cotidiana: yo y
mi familia.
Prácticas/ uso
del lenguaje
Presentar a la
familia.
Describir una
persona (edad y
apariencia física).
Expresar afecto.
Pedir ayuda.
Exponentes
lingüísticos
Family members
Adjectives: size and age
Express affection
Ask for help
Variedad textual:
lo literario y los
textos de la vida
cotidiana
Historieta
Canción
I love my family.
Help me, please.
1
10 a 15
horas
Teacher’s Notes
Vida cotidiana: yo y
mi mascota.
El mundo
alrededor nuestro:
la naturaleza.
Dar información
sobre mascotas y
objetos propios.
Preguntar sobre
mascotas u
objetos.
Describir un
animal.
Pedir disculpas.
Alertar sobre
peligros.
Animals
Warnings
Historietas
Revista
Stop!
Sorry! Be careful!
have: I have a dog. I don’t
have a pet.
Do you have a horse? Yes,
I do. / No, I don’t.
His name is Elvis. Her
name is Lolita.
La transcripción de textos
breves, reemplazando diferentes
elementos (acciones, cualidades,
escenarios, entre otros) con la
ayuda del/la docente.
El reconocimiento de la
vinculación entre la lectura
y la escritura como modo
de favorecer el proceso de
aprender a escribir.
be: This is my mum.
Tom is young.
He is Robert.
She is Maria.
I am 7. Emma is not 3.
She is 7.
3
Animals
NAP
Poster
La formulación de
anticipaciones e hipótesis sobre
el sentido de los textos a partir
de palabras o expresiones
relacionadas con el tema, del
tono de voz de quien habla,
entre otras pistas temáticas,
lingüístico-discursivas,
paraverbales y no verbales.
Habilidades
sociales
Pedir ayuda.
Ayudar (a la
familia).
Identificar los
sentimientos de
otros (miembros
de la familia).
Expresión de amor
agrado y afecto.
Estar atento a
las señales e
indicaciones y
respetarlas.
Iniciar y mantener
una conversación.
Hablar en público.
Planificación Anual • p2
Planificación Anual (continuación)
Unidad
4
Food
Tiempo
estimado
Contextos/ áreas
de experiencia
Prácticas/ uso
del lenguaje
10 a 15
horas
Vida cotidiana: yo y
mis gustos.
La comida
Vida personal y
social.
La alimentación
saludable.
Expresar agrado y
desagrado.
Agradecer.
Preguntar sobre
gustos.
Exponentes
lingüísticos
Food
Expressing likes and
dislikes
Bananas, please.
Here you are.
Thank you.
like: Do you like
sandwiches? Yes, I do. /
No, I don’t.
I like sandwiches and I
like carrots.
I don’t like beans.
I like vegetables but I
don’t like fish.
1
Teacher’s Notes
Variedad textual:
lo literario y los
textos de la vida
cotidiana
Historietas
Receta
Adivinanza (Activate)
Secuencia de
recomendaciones/
Encuesta (Explore)
NAP
El inicio en la reflexión, con
la ayuda del/la docente,
sobre algunos aspectos
fundamentales del
funcionamiento de la lengua
extranjera que se aprende, por
ejemplo:
`` el uso de conectores básicos.
La apreciación del ritmo y
la musicalidad en los textos
trabajados.
Habilidades
sociales
Dar instrucciones
y seguirlas.
Ser amable y
solícito.
No herir los
sentimientos de
otros.
Dar las gracias.
Hacer un cumplido.
Expresar
nuestros gustos
o preferencias.
Respetar los gustos
de otros.
Planificación Anual • p3
Planificación Anual (continuación)
Unidad
5
Different
abilities
Tiempo
estimado
Contextos/ áreas
de experiencia
Prácticas/ uso
del lenguaje
10 a 15
horas
Actividades
cotidianas y
actividades del
tiempo libre: los
deportes, canto,
tocar instrumentos
musicales.
Expresar habilidad
para hacer algo
Preguntar por
habilidades.
Teacher’s Notes
Actions
Musical instruments
Sports
Suggestions
Let’s swim. Help!
Sugerir/invitar.
Pedir ayuda.
1
Exponentes
lingüísticos
can: I can swim. I can’t fly.
Can you climb a tree? Yes,
I can. / No, I can’t.
She can play tennis.
They can’t fly.
Can he swim?
Variedad textual:
lo literario y los
textos de la vida
cotidiana
Historietas
Canción
NAP
Habilidades
sociales
La aproximación a la
comprensión de que un texto
oral puede abordarse aunque
no se conozca el significado
de todas las palabras que lo
constituyen, y de que el sentido
de un texto no depende
exclusivamente de las palabras
que lo conforman.
Admitir ignorancia.
Comprender los
sentimientos de los
demás.
Capacidad de
convencer a los
demás.
Ser autentico. No
simular.
La escucha de diferentes textos
orales expresados por el/la
docente o provenientes de
fuentes diversas (grabaciones de
audio y video, entre otras). Esto
supone:
`` el inicio en la identificación
de la situación comunicativa,
los interlocutores y el tema
abordado, es decir, de
elementos relacionados con
el contexto de enunciación.
Planificación Anual • p4
Planificación Anual (continuación)
Unidad
Tiempo
estimado
Contextos/ áreas
de experiencia
Prácticas/ uso
del lenguaje
Exponentes
lingüísticos
6
Homes
10 a 15
horas
Vida personal y en
sociedad: yo y mi
hogar. El hogar de
mis amigos.
Informar sobre la
propia vivienda
y la de amigos y
vecinos.
Places
Types of homes
Mi barrio/ ciudad/
provincia/país.
Preguntar sobre
el lugar donde
alguien vive.
Where do you live?
I live in the city.
We are Peter and Sara.
He lives in a house but I
live in a flat.
Variedad textual:
lo literario y los
textos de la vida
cotidiana
Historietas
Folleto turístico
You are a great friend.
Canción
Las casas y el
alojamiento. La
ciudad y el campo.
Otros hábitats.
Texto informativo
(Activate)
Entrevista (Explore)
NAP
La comprensión y construcción
de sentidos del texto escrito
apelando a diferentes
estrategias. Esto supone:
`` la identificación del género;
`` la identificación, con la
ayuda del/la docente, del
tipo de lectura requerida
-global o focalizadaacorde con el propósito
comunicativo;
Habilidades
sociales
Valorar a los
amigos.
Ser amigable
(con nuevos
compañeros o
vecinos).
Expresión de
opiniones
personales.
`` el recurso a pistas que
brindan los textos y su
paratexto;
`` la confirmación o
modificación de las
anticipaciones e hipótesis
formuladas.
La lectura de textos breves
instruccionales, relacionados
con situaciones de la vida
cotidiana de los niños/as y con
áreas del currículum como, por
ejemplo, folletos, invitaciones,
historietas, instructivos, listados.
1
Teacher’s Notes
Planificación Anual • p5
Optional lesson starter
Say, Look at Cathy. Then ask pupils
what Cathy is doing. Make them
look at the cover of the album she is
holding and the title of the unit.
 Learning strategy
Becoming morphologically aware
Write ‘animals’ on the board and make
pupils notice that both animals in
the target language and animales in
Spanish share most letters.
`` Say, Now look at Trip. Is he happy?
Make pupils notice Trip is asking a
question. Ask pupils if they can see
why some animals are on one page
and a different group is on the other
page. Ask them to look at the left side
of the album and enquire what kind
of animals they can see there. Ask
them if they can keep them at home.
Make them aware of the fact that a
goat can be a pet in the country, but
not in a flat. This can also start a short
conversation on cultures and how
what is acceptable in each varies.
 Learning strategy
Page 35
1
Teaching Notes
Making connections
Make pupils focus on the word ‘pet’.
Some of them may know the word
‘pet shop’. Then draw their attention
to the right-hand side of the page.
Make them notice that it says not pets.
They should realize these are wild
animals. This should not be translated
as salvajes but as silvestres, eg: World
Wildlife Fund – Fundación Vida
Silvestre.
`` Make them look at the word ‘pet’. Read
it aloud and ask them to copy you.
•
!
TIP
If we have told them to exaggerate and they
can’t yet get the plosive \t\ perhaps they will
say \petS\. As we have said before (see intro)
this should not be seen negatively.
`` At this point, a discussion will surely
start because more than one pupil
may have a tortoise at home. It is time
to make them conscious that many of
the animals we keep at home as pets
are not pets or are species in danger
of extinction. It is good for them to
understand that wild animals should
be kept in their habitats and if we
change their lives, we are harming them
because they will never be able to live
in the wild again.
`` Note that hamsters are originally
wild animals now bred in captivity.
Their biological characteristics require
respect they frequently do not get.
Interesting links about the
topic:
http://www.worldwildlife.org/
http://www.vidasilvestre.org.ar/
http://www.vidasilvestre.org.ar/dia_del_
medio_ambiente/ecorregiones/monte/
http://www.endangeredspecieshandbook.
org/trade_wild_turtle.php
http://www.arkive.org/chaco-tortoise/
chelonoidis-chilensis/
Unit 3 • p1
Lesson 1
•
a. Make pupils number the animals in the unit opener on
page 35. Once they have done this, you can call out the
numbers and they can say ‘pet’ or ‘not pet’. Then the
activity can be reversed with individuals calling out a
number and the teacher saying ‘pet’ or ‘not pet’.
2
b. Memory game: The numbers pupils gave to the animals
in the Unit Opener could be in a sequence so that any
number beyond 4 will be ‘not pet’ and up to 4 ‘pet’.
With books closed, say a number from 1 to 8 for pupils
to say whether the animal is a pet or not.
`` Write the rubric of the activity on the board. Ask them
what words they recognize (‘circle’, ‘cat’). Ask them what
word is new: They have seen one in picture 2. They
should realize they have to identify the bed that goes
with the cat. Say, Quickly, 1 minute to circle (gesture)!
Answer: 2
17
`` Say, Open your books at page 36. From now on, if you
have not done it before, when pupils need to open the
book give the numbers in English and write the number
on the board so they can recognize the part they know
– as they do not know any number beyond 10.
`` Say, Look at the pictures. Ask pupils what they can see.
Ask, What animal is this? Have them look at the picture
on the right and say, It is a cat. Ask, Is the cat a pet? Pupils
should say Yes or No. Ask, What is the cat’s name? Make
them look at the capital letter in the middle of the
sentence. See more information about punctuation and
capitalization in the Introduction.
•
!
•
EJE DE LA COMPRENSIÓN ORAL ‘confirmar o
modificar las anticipaciones e hipótesis formuladas;’
`` Say, Open your books (gesture). Play the track
a second time and invite pupils to follow the
reading.
Optional lesson starters
1
N A P s
TIP
Pupils may tend to hear a Spanish sound \g\ in ‘cat’ instead
of \k\ because of the morphological similarity with the
word in Spanish. Be on the alert.
1
Teaching Notes
3
`` Ask pupils what they think the heart expresses. Tell
them to look at picture 3 and read what the girl says.
She uses ‘love’. The sentence starts with ‘I’.
Page 36
 Learning strategy
Building semantic relationships
`` Ask them how they think the girl and the cat feel,
Is she happy? Is the cat happy? (her face, she hugs him,
he ‘smiles’, etc.)
`` Say, Look at picture 4. The cat is in the…? If you have
introduced ‘Good morning!’, ‘Good afternoon!’ as
greetings, you can lead pupils to infer that this one also
starts with ‘good’ but referring to a different daytime.
See if pupils can infer the missing element: She (girl) …
Jazz the cat. The little hearts show the girl’s feelings. This
sentence is about her feelings. Do not expect ama as an
answer. Quiere is a perfectly valid alternative.
`` Say, OK, again 1 minute.
Answer: Yes
`` Say, Close your books (gesture of open hands closing)
and listen. Play track 17. Ask pupils if they can confirm
the girl’s feelings for the cat.
Unit 3 • p2
Lesson 2
3
`` Have pupils look at the pictures. Say, Count (mime the
action with your fingers) the birds. How many? Also
showing with your fingers. And dogs? Right. And fish?
Optional lesson starters
a. Play with colours and numbers, eg: Say, white and
pupils provide the numbers of the white animals in the
picture. Do the same with other colours. Do not allow
shouting. Nominate a pupil. The rest should listen to
say Yes/No. This activity can be reversed.
`` Ask if the pairs are similar or different. OK. One is big,
the other one is small.
`` Invite pupils to read the rubric. Tell them to show you
(gesture) what they have to do.
b. Do the same as the above activity for ‘big/small’. You
need to be very flexible here because sizes are relative.
`` Do the same as the above for ‘big/small’.
Answers: 1 d; 2 e; 3 b; 4 a; 5 c; 6 f
1
18
`` Have pupils look at the pets the children have in
Activity 1. Ask if they know their names in English.
Pupils may have gathered the name of some other of
the animals from Tiny and you or through watching TV
or from some other sources.
Optional activity
Click here for photocopiable material.
`` Say, Look at the pictures and listen. Listen (gesture) and
point (gesture). Now repeat and point.
`` Play track 18 once. Have them pay attention to the
pronunciation of some of the new words.
1
2
`` Chorus repetition after each word is said. Then
volunteers can do it individually. Correct and praise.
Time for a game
`` Ask pupils to look again at the pets the children in
Activity 1 have. Tell them to pay attention and say a
number. Pupils can now call out the name of the animal.
`` Draw a detail of one of the animals on the board and
have pupils say what animal it is. You can do it slowly
to create suspense. Then you can invite some pupils to
draw.
1 bird; 2 horse; 3 dog; 4 fish; 5 rabbit; 6 cat
1 yellow, blue; 2 black, white
Page 37
2
`` Ask pupils to mime what they have to do. They can
point to their eyes for ‘look’ and draw a circle in the air
for ‘circle’. Before they circle the words, make sure you
check that they can read all the words. The vowel sound
in \b‰…d\ may pose some difficulty. Ask them what face
they pull when a medicine does not taste good and
what sound they produce: \‰…\. Then say, Well, like \b‰…d\.
Repeat. Check the activity orally.
Answers: 1 cat; 2 rabbit; 3 horse; 4 bird
1
Teaching Notes
Unit 3 • p3
Lesson 3
`` Invite pupils to look at Beakie’s first sentence. Make
them notice the appearance of ‘don’t’.
`` Have pupils look at the ‘Look!’ box. Make them notice
the ‘not’ that they saw in Unit 2. Remind them of the
similarity with ‘no’.
Optional lesson starters
a. Go back to the unit opener and play the same memory
game as in Lesson 1. This time you can change ‘pet/not
pet’ for the names of the pets. As ‘goat’ is a peculiar pet
for city children tell them to skip that or teach it if they
are interested.
`` Tell them to look at the ‘Grammar Trip’ section and cover
the comic strip at the top of the page. Have them write
the words in order without looking at Activity 2. Then
they can check their answers when they finish.
b. Play a guessing game with sounds. Ask, What animal
goes ‘woof, woof’? Although children do not know all
the words in the questions, they will realize what animal
the sound refers to and they may callout the name.
This activity can be easily reversed.
1
Answers: I have a dog. / I don’t have a dog.
2
`` Make sure pupils understand what they have to do –
focus on the first person, that is to say the speaker –
and where they should go to get the information.
19
Answers: 1 have; 2 don’t have; 3 don’t have; 4 don’t have; 5 have;
6 don’t have
`` Make sure pupils have their books closed. Play track 19
once. Ask them to listen for names of animals.
Have them open their books to check.
3
`` Say, Look at Eddie and Beakie. What is Eddie’s pet, Ana?
•
!
TIP
When you call individuals, the name should go at the end
to keep all pupils paying attention to the question.
`` Ask pupils to look at the rubric and underline what they
have to do.
Page 38
 Learning strategy
`` Say, You have to ..., ... and ... . Encourage them to read
what they have underlined.
`` Say, Is the boy in picture 3 happy? Once they answer tell
them to read and tell you why he is angry.
`` Say, Right! What about Beakie? What are his pets?
Building semantic relationships
`` After that they can read one sentence each.
`` Tell pupils to underline the name of the pets.
Write the sentence on the board but leave a blank for
‘have’. Make them look at ‘I’ and check the meaning.
Then go to ‘a dog’ and check that too. Then ask them
what can go in the blank (in L1, of course). ‘Have’ is the
most possible option.
`` Have pupils write the sentences about themselves in
their notebooks/folders. If you get short of time, they
can do it for homework.
`` Ask them if there is a new word. They should notice
‘have’.
3
4
1
Teaching Notes
1 d; 2 b; 3 a; 4 c
1 fish; 2 dog; 3 bird; 4 rabbit; 5 horse; 6 spider; 7 cat
Unit 3 • p4
Lesson 4
`` Ask, Is Fiona the girl or the horse? Make pupils notice the
words ‘he’ and ‘she’ and who they refer to. And Elvis?
`` Pupils take turns to read the texts once they have
completed the sentences. Go back to the tips related to
the teaching of the sound \h\ in Unit 2.
Optional lesson starters
a. Have pupils socialize what they have written about their
pets for homework.
Answers: 1 his; 2 her
b. Game: Start by saying a word, eg: I. A pupil continues by
adding the verb for possession (I have) and another one
ends the sentence (I have a dog). It is not a good idea to
separate the article at this stage or even to demand it.
3
`` Elicit what pupils have to do. Ask, What is the difference
between sentences a and b? Help pupils focus on the
difference between ‘my’ and ‘his’. Check orally.
1
Answers: 1 c; 2 b; 3 a
`` Have pupils tell you what they have to do and give
them a few minutes to read the text on their own for
the first time.
Optional activities
`` Once they have read it, draw this chart on the board and
ask them to complete it with the information in the book.
Name
Pet
Pet’s name
`` They can either do it on the board or copy the chart
into their notebooks/folders and do it; they can do it
individually or in pairs and then check it on the board.
`` Have pupils look at the ‘Grammar Trip’ section. Ask a few
to introduce themselves as if it were the first class. Then
tell them to look at Daniel and Susan and the words
they use when they introduce their pets. Try to elicit
why Daniel says her name and Susan his name. Focus
on the name of the dog – the name of the rabbit is not
transparent so it will not be of help. Make them notice
‘he/she’, which they studied in Unit 2, Lesson 5.
`` At this point, if pupils ask, you could compare these two
words with what we say in Spanish. It may be a source
of confusion because we say su for both masculine and
feminine. You could even say El nombre de él/ella to clarify.
1
Teaching Notes
1. To be done oraly or in writing or both,
depending on the time you have. You can
leave it as a lesson starter for the next class.
Divide the class in groups. Write on the
board: Pet: fish, dog, bird. Add more if you
like. Bed: draw a nest, a dog’s bed and a fish
bowl. Name: Chippy, Titan, Pippa or any pet
name you like. If you wish, allow pupils to
choose the name of the pet. Have each group
introduce a pet and where he/she sleeps
(This is Chippy. He is a fish. This is his bed.) One
sentence each at the beginning. Then see if
they can say, not read, all three sentences.
When mentioning the bed, pupils point at the
drawing on the board.
Page 39
`` Once the ‘Grammar Trip’ section has been done, invite
pupils to answer the question in the rubric in Activity 1.
Answers: Her / His
2
`` Say, Read the instruction. You have to complete with... Get
pupils to answer. Then ask how they decide if it is a ‘he’ or
a ‘she’ pet. Yes, the name helps you.
5
2. Click here for photocopiable material.
1 His; 2 His; 3 Her
Unit 3 • p5
Lesson 5
Optional activity
Optional lesson starters
Write the following information on the board to
revise comprehension and numbers. Pupils can
then make sentences. Once they have finished,
invite them to write some of their exponents on
the board.
a. Play the ‘Pet Game’ included in the ‘Optional activity’
section in Lesson 4.
b. Play ‘Coincidences’ to revise colour and size. A pupil says
a sentence, eg: I have a dog. All the pupils that have a
dog stand up and say, I have a dog. Another pupil says,
My dog is brown. Those who have a brown dog echo
the sentence, My dog is big, etc. Those who do not have
a brown dog or a big dog sit down. Then start with
another pet.
Match.
two
Vicky
four
Natalia
Leo
seven
Luke
eight
nine
Rocky
Molly
Oscar
Cindy
1
`` This would be the first extended reading activity they
can do entirely on their own.
3
`` To guide pupils on this first experience, lead the reading
of the first text all together. Ask them to focus on how
the text starts, what Vicky says (greets, says her age),
etc. Ask them to count the number of sentences in each
text, and how they begin. Point out the use of ‘he/his’,
‘she/her’ in particular.
`` Make sure pupils know what they have to match. Then
ask them what the lines are for and what they have to
do in the square.
`` Give them 15 minutes to read the rest and match. Once
they finish, check answers. Make sure pupils account
for their answers; ask them where the information is,
why they chose a given picture, etc. This prevents pupils
from providing answers because they heard them.
`` Once you have finished, they can read the description
of the pets aloud for pronunciation practice.
Answers: 1 b; 2 d; 3 a; 4 c
Page 40
`` Invite them to do the first matching together and
complete the task. Invite pupils to socialize what they
have drawn.
Answers: 1 b; 2 c; 3 a
2
 Learning strategy
Whenever there are pronouns, make sure pupils know
who is talking in each case or who the pronoun refers
to in each case. Pronouns are an abstraction and so are
difficult to process.
`` Check pupils understand each of the items they are
supposed to complete: What name, the children’s or
the pets’? What is the difference between ‘pet’ and ‘pet’s
name’? Also see that they know where to get the
information from. Give them 10 minutes to do it.
Answers: Natalia, cat, Oscar, black and white / Leo, cat, Molly, brown /
Vicky, dog, Cindy, brown / Luke, dog, Rocky, black and white
6
7
1
Teaching Notes
Pupils’ own answers
have a black dog and two small rabbits.
Unit 3 • p6
Lesson 6
`` Have pupils look at the ‘Grammar Trip’ section. Then say,
Read the question, Laura. Answer it, Ben. Repeat, Leila.
Optional lesson starters
`` To make clear what they have to do, write the options
on the board and say, The answer is… Write it.
a. Ask, Open your books at page 35. Are all the animals pets?
Let’s name the pets only.
Answers: Yes, I do.
b. You may do the same Optional activities as in Lesson 2.
1
2
20
`` Say, What number is this lesson? Point to the lesson
number on the top right-hand side of the page. Elicit
why pupils have to look at Lesson 3 and give them 3
minutes to answer.
`` Make pupils focus on the differences between the
speech bubbles –there are ‘yes’ and ‘no’ questions but
do not focus on the words yet. This time have them
listen to the audio while reading.
`` Check orally.
Answers: 1 Yes, I do. 2 No, I don’t.
`` Play track 20 once and ask them who asks the questions
and if the other answers always the same. They should
notice that some sentences are not heard. Then play the
track again and have pupils mark in the comic strip the
sentences that do not appear in the audio (thoughts).
3
`` Get pupils to tell you what they have to do. Focus
on the words ‘answer about you’. Make sure they
understand they have to answer the truth about
their pets. You can add a question: Do you have a pet?
Perhaps they have a pet other than those mentioned.
`` Ask, Is the frog Eddie’s pet? What is his pet? Pupils may say
araña, but someone may remember Spider-Man and
say spider. Remind them of the pets on page 35 and ask,
Is the spider a pet?
•
!
Page 41
TIP
Optional activity
If pupils have trouble with the pronunciation of the word
‘spider’, write another word for the same sound, eg: five, my,
Sprite and have them compare.
Pet Game: Divide the class into three groups.
Group 1 asks the question. Group 2 answers.
Group 3 says if it is a pet or not, eg:
`` Play the track again and have pupils listen once more,
focusing on Eddie’s answers and then role play the
scene.
G1: Do you have a cat?
G2: Yes, I do./No, I don’t.
G3: A cat is a pet.
1
Teaching Notes
`` When producing the written form try to obtain the
whole sentence but accept either the abbreviated form
Yes, I do. or just Yes.
8
1 Yes, I do. 2 No, I don’t. 3 Yes, I do. 4 No, I don’t.
G1: Do you have a frog?
G2: Yes/No.
G3: A frog is not a pet.
Unit 3 • p7
Lesson 7
`` Elicit what information is missing. Give pupils 3 minutes
to complete it and write the name of the cats in the
picture. Then read the result in turns.
Optional lesson starter
`` If necessary, in order to simplify the activity, provide the
missing words on the board but not in the right order.
Divide the class into groups. Each group stands for a
colour. Ask pupils to put their school objects on the
table/desk. Say, Show me five blue pencils. They pick up
the objects mentioned and show them to the class.
If the number they show is incorrect or the colour is
wrong, someone from another group has to stand up
and help.
Answers: 1 brown; 2 black; 3 white
3
`` Tell pupils to read and underline the information Henry
gives. Then draw a chart for them to complete with the
relevant information.
1
Name
`` Have pupils open their books on page 42 and say,
Look at the picture. Are the children in class? Read their
names. Read the rubric. Tell them there is a mistake in
the rubric. One name is not the one they should write.
Which? Challenge them to discover it. Ask them where
they will write the names. Make sure they understand
they have to find the answer through reading. Say, Fine,
10 minutes.
`` After they finish, check. One pupil reads and another
one gives the name of the owner of the school things.
Answers: 1 Rob; 2 Paula; 3 Tom
•
!
TIP
Do not forget to include the whole group by asking around
who agrees, who would like to read the same sentence
again, who has a different answer, etc. As you walk around
the class while they are working, make sure you notice
wrong answers. Make them realize what the mistake is
and/or where it is.
1
Teaching Notes
Age
Pet
Pet’s
name
Age
Size
`` Invite pupils to write about their pet. If someone does
not have a pet, ask him/her to write information about
a relative’s or a friend’s pet and say he/she does not
have a pet.
Page 42
2
•
!
TIP
It is important for pupils to follow a certain order but it is
not advisable to let them copy the exact structure of the
piece in the book.
`` Say, Look at the note. Read the instruction. You have five
minutes. Get pupils to discuss if they agree with this
affirmation.
`` Ask, Who wrote (gesture of writing, the verb is in the
past) the note? She wrote (gesture) about...? Her pets...
Yes. And... Her sister. Good! Then say, Read the names,
please. Who (gesture) are Brownie and Kuna? OK, the cats.
What is her sister’s name? They may say in L1 that it is not
in the note. Good! She does not say.
Unit 3 • p8
Lesson 8
`` Call their attention to the section with the two robots,
where this expression appears.
`` Play the track again and have pupils pay attention to
pronunciation.
Optional lesson starters
`` Go back to the rubric and ask pupils to answer the
question too.
Be careful.
•
a. Make small talk with the class for a short time to show
you are genuinely interested in each of them. Make
each exchange really personal. Say, Hi, children. How
are you today? Andrea, it is your birthday today. Happy
Birthday! Let’s sing! Pablo, is your dog OK? And so on.
!
Every time expressions like ‘Sorry’, ‘Be careful’, etc come
up, incorporate them to everyday classroom speech and
make pupils use them as well. Make them reflect on the
importance of being careful in our everyday lives. Ask them
to reflect on what they do and to consider whether there
are things they could change for the better.
b. Socialize what they have written about their pets in the
previous lesson.
1
21
2
`` Invite pupils to close their eyes and listen carefully to
words and noises. Play track 21. Once they have heard
it, wait for their comments: a cat, ‘Bye’, a car (horn).
`` Read the rubric. Ask pupils what they have to do.
`` Say, Problems? Are the pictures OK? Three minutes, start.
Make sure they understand the different situations.
`` Play the track again and tell pupils they have to imagine
what is going on. They give their ideas and you write
them on the board, in L1. You may choose to write two
columns in case some pupils give an answer in English.
•
!
TIP
Answers: 1 Sorry! 2 Stop! 3 Be careful!
Page 43
TIP
There are no wrong guesses, only guesses that may not
appear in the text.
`` Tell pupils to open their books at page 43 and look at
the pictures now. Call volunteers or individuals to tick
the matching guesses and cross out or erase the others.
`` Say, Let’s listen again and read. Open your books. Play
the track again. Say, Mum says,... Yes, and the man says,...
Stop! Yes, Camila.
1
Teaching Notes
`` Talk about what pupils say when they make a mistake
or when they push someone inadvertently. Ask them
what they think the English for that is and make them
look up the word in the story. Make them act it out
when they get it.
`` Keep on talking about carelessness and what people
normally say when, for example, you are about to step on
someone’s foot or cross the street without looking. You will
probably get Cuidado./Tené cuidado. or more colloquial
Ojo!/Guarda! Elicit if anybody says this to the girl in the
story. They may not know how to pronounce these words,
so model out the phrase and have them repeat it.
3
`` Say, Do you have to read? Write? Look at the drawing next
to number 3. What are they? Pupils explain, if they know,
in L1. If not, you tell them what the masks represent.
`` Say, So now you are actors. Distribute roles and role play
the story.
Optional activity
Click here for photocopiable material.
Unit 3 • p9
Lesson 9
`` With books closed, play track 22. Ask pupils to pay
attention to the name of the animals they hear. When you
finish, they can write on the board, one pupil at a time,
the name of the animals they heard or understood.
Optional lesson starters
`` Play the track again, but this time with books open. Have
one pupil at a time cross out the name of the animals that
appear in the song, leaving only those that are missing.
They can now complete the song.
a. Make eye contact. Spot changes like new hairdo/haircut
(tell the pupils that he/she looks good); sleepy faces;
and exchange a few words with each pupil.
b. Recreate the story on page 42, Activity 2 changing the
hazard (child about to trip on a backpack, child looking
backwards going straight into a closed door, etc). One
pupil acts out the hazards you whisper into her/his ear
and the class shouts out the warning.
`` Play the track one more time. Try to sing the song this
time. Pronunciation of ‘tiger’ won’t be a problem, point to
‘spider’ to remind them of the pronunciation.
Answers: cat, fish, dog, rabbit
p35
Optional activity
`` Tell pupils to read the instruction which appears next to
the robot at the top of the page. Focus on the words ‘big’
and ‘small’. Try to get pupils to realize what they have to
do. Accept variety of answers as sizes are relative.
Answers: Big: cat, rabbit, toucan / Small: dog, goat, spider, monkey,
tortoise, iguana
This song can be used as a lesson starter or an
end-of-class activity when they are tired. Sing
the song and instead of naming the animal,
reproduce the sound they make, eg: Do you have
a miaow, miaow?
1
Page 44
`` Say, Open your books at page 44. Have pupils look at the
billboard and ask them to tell you what they see. Make
sure they understand what the pictures depict. As regards
the notes, the words they don’t know are transparent and
easily understood. In case of trouble, use the comparison
technique: adopt/adopt_ _, abandoned/abandon_d_.
`` Go back to the rubric and elicit what they have to do and
where the numbers are. Give them 5 minutes to complete.
Check answers.
`` Say, What is the girl’s pet? Ask if what she is doing is
acceptable. It is important to consider respect again.
Ask, Is the dog in number 3 happy?
2
Answers: 1 c; 2 b; 3 a
My Project
If you have enough periods of English, do this in class.
Otherwise, give it as homework. The following class each
group shares the poster with the rest. You can even make a
competition for the best poster, within the class or among
teachers. Hang them round for some time to make pupils
feel proud of their production.
22
`` Say, Look at the song. Is it complete?
`` See if pupils can tell you what the missing words are
(names of animals). To achieve it, call their attention to the
words that appear in the other questions.
1
Teaching Notes
9
a 5; b 2; c 3; d 4; e 1
Pets: fish, rabbit / Not pets: frog, spider, tiger
Unit 3 • p10
2
1
PHOTOCOPIABLE © Macmillan Publishers S.A. 2015 3
3r 2h 1c bb t
rs t
5d 4b g
r 1
3
5
4
Colour the bird blue.
Colour the dog pink.
Colour the rabbit orange.
Colour the horse brown.
Colour the cat yellow.
Read and colour the picture in Activity 1.
Pets: red Not pets: blue
Look at Activity 1 and complete.
2
1 Circle.
Unit 3
• Lesson 2
Unit 3 • p11
Unit 3
• Lesson 4
Write in order.
I have a bird. My name is Samantha.
She is 2. Her name is Sisi. I am 8.
1
I am 10. His name is Sully.
My name is Lucas.
He is a dog. I have a pet.
2
1
PHOTOCOPIABLE © Macmillan Publishers S.A. 2015 Unit 3 • p12
Unit 3
• Lesson 8
Look and write.
Stop! Oops! Sorry, cat. Please, be careful.
Bye, Mum. Bye, Dad. Stop! Sorry.
1
3
2
4
Hi, David! What’s up?
1
PHOTOCOPIABLE © Macmillan Publishers S.A. 2015 Unit 3 • p13